Articles in Periodicals & Books

Permanent URI for this collection

http://oasis.col.org/handle/11599/18

Browse

Browsing Articles in Periodicals & Books by Subject "Access"

Now showing 1 - 10 of 10
  • Thumbnail Image
    Item
    Open Access
    Development for Empowerment: Mobilising Online and Digital Micro-Credentials for Refugees
    (2024-07-21) Read, Timothy; Bruce, Alan; Olcott Jr, Don; Panda, Santosh
    Development for empowerment focuses on leveraging education via digital technologies and micro-credentials for training and education as part of the integration, social inclusion and capacity building for displaced persons. Development for empowerment builds upon the previous concepts of development including Amartya Sen’s ‘development as freedom,’ the core concept of education and learning as development, and the use of digital technologies for building human capacity so people can make their own choices and pursue the lives they wish to lead. Development for empowerment for refugees broadens the construct of development and is integral to promoting and nurturing ‘equity, access and success’ amongst refugee populations. The authors highlight critical resources that support the basic tenets of human empowerment such as the UN’s Declaration of Human Rights, the UN’s Basic Needs Approach to Refugees, Maslow’s Hierarchy of Needs, and the key strategies of online delivery and micro-credentials development. Moreover, the authors emphasise that the integration, social inclusion and integration of refugees is a highly complex construct to implement and sustain, thus reflecting the constant tension of refugees’ emotional desire to return home versus rebuilding a new life in a new country. In the final analysis, ‘development for empowerment’ + open and distance learning + digital micro-credentials create a powerful synergy for serving refugees and fulfilling the spirit of preserving human rights through education and the pursuit of one’s chosen life as a precious human ideal.
  • Item
    Open Access
    Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
    (2020-11-20) Gicheru, Gicheru; Panda, Santosh
    Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
  • Item
    Open Access
    The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa
    (2021-11-19) Mphahlele, Ramashego; Seeletso, Mmabaledi; Muleya, Gistered; Simui, Francis; Panda, Santosh
    Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
  • Item
    Open Access
    Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence
    (2020-11-20) McBurnie, Chris; Adam, Taskeen; Kaye, Tom; Panda, Santosh
    Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
  • Thumbnail Image
    Item
    Open Access
    Lecturers’ Experiences of Teaching STEM to Students with Disabilities
    (2016) Ngubane-Mokiwa, Sindile A; Khoza, Simon B
    Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and innovatively integrate technology. Better use of technology in teaching also requires teachers to have the relevant skills to take advantage of the devices in their disposal. This article provides an overview of the literature and experiences of lecturers on the use of technology to facilitate access to STEM subjects at Technical and Vocational Education and Training (TVET) institutions. Using two TVET colleges as case studies, it seeks to clarify how technology is currently used in vocational training. Data gathering was done through in-depth e-interviews and observation of classes. Purposive convenience sampling was used to select the most accessible teachers that teach students with disabilities for this study. Understanding of prior practices and current teacher technological competency are the initial points in the development of TVET technology integration model. In this article, the experiences of teachers were used to guide the development of an inclusive and equitable technology integration model.
  • Thumbnail Image
    Item
    Open Access
    Preparedness and Competencies of Higher Education Teachers to Teach Online: A Study in North-East India
    (2024-07-21) Senapati, Chayanika; Malakar, Dipankar; Panda, Santosh
    This study explores the significance of the online teaching ability of higher education teachers, and how teachers perceived their level of competence in teaching online in north-east (NE) India. The Faculty Readiness to Teach Online (FRTO) instrument developed by Martin et al. (2019) was adapted to conduct a study from 130 teachers in higher education institutions across NE India. The ability to teach online was categorised into four categories, i.e., course design, course communication, time management, and technical competence. Structural Equation Modelling (SEM) was carried out to do direct and indirect path analysis of the proposed conceptual model. Multiple regression analysis was used in analysing the demographic profiles of the teachers and their perceptions of the importance of online teaching competencies. The findings indicate that the perceived readiness to teach online was not significantly influenced by course design, course communication, time management and technical competencies. Furthermore, regression analysis showed that both age and gender negatively impacted perceptions towards readiness to teach online, with older and female teachers having lower perception scores.
  • Thumbnail Image
    Item
    Open Access
    Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education
    (2022-03-19) Kassim, Halima-Sa'adia; Rampersad, David; Panda, Santosh
    This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
  • Item
    Open Access
    The Right to Education : A Model for making Higher Education equally accessible to All on the Basis of Merit
    (2008) Daniel, John; Kanwar, Asha; Uvalić-Trumbić, Stamenka
    We commend this collaboration between leading journals in the field to promote the role of distance education in achieving the aspiration of Asha Kanwar the Universal Declaration of Human Rights that higher education shall be equally accessible to all on the basis of merit. In this Paper we review the past models of higher education institutions, with respect to how well they address the three core aspects of providing access, quality, and cost, and propose a new model that might best provide wider access, quality assurance and at low cost. This new model draws from a new business model that advocates individualization of courses and utilizing global resources. Our model becomes practical when institutions focus on supporting learning, and separate out the role of examinations to central or regional bodies. Adoption of this model, particularly in developing countries, could bring forward significantly the day when the world can say that higher education is equally accessible to all on the basis of merit. // Daniel, J., Kanwar, A., & Uvalić-Trumbić, S. (2008). The right to education: A model for making higher education equally accessible to all on the basis of merit. Asian Journal of Distance Education, 6(2), 5-11.
  • Thumbnail Image
    Item
    Open Access
    Use of Tablet Computers to Improve Access to Education in a Remote Location
    (2017-07) Ally, Mohamed; Balaji, Venkataraman; Abdelbaki, Anwar; Cheng, Ricky
    A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
  • Thumbnail Image
    Item
    Open Access
    Widening Access to Science-Oriented Programmes in Tertiary Institutions in Ghana Through Distance Education
    (2014) Osei, Collins K; Mensah, Joseph A
    An initiative in Science and Technology disciplines was introduced to expand access to KNUST programmes by distance. This study examined the level of access and challenges faced by learners in science oriented programmes offered by distance in KNUST. Analysis of data from 120 learners and 8 facilitators from three programmes indicated that the top-up programmes by distance increased enrolment and participation of learners. There were high rates of students’ persistence in the various programmes attributed to strong personal determination to succeed in achieving higher academic status, availability of learning materials for courses and support from family members. Lack of time as a result of work activities to delays in receiving course materials among students, and short contact hours to low remuneration for facilitators were challenges faced by respondents